N C S Magazine


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Norfolk Collegiate School Magazine
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The Norfolk Collegiate School Magazine is a celebration of the accomplishments of our students, faculty and alumni. The magazine chronicles the events and happenings that occurred over the past few months and commends the achievements of our Norfolk Collegiate School community.

Our current student body and faculty excel inside and outside of the classroom, and the results of their commitment to excellence can be seen in the pages of our magazine. It is clear that this commitment continues after graduation within the ranks of our alumni. From a student’s first day of kindergarten through graduation through life events afterwards, the journey within the Norfolk Collegiate community is a lifelong one.

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N C S Magazine

  1. 1. Magazine Spring 2009
  2. 2. Cover: Photograph by Aaron Hayes, Class of 2009. This photograph was B OA R D O F T RU S T E E S an assignment for a photography class at Norfolk Collegiate School. This Dr. Ronald A. Stine Chairman image was selected out of a series of works that focused on nature in the local community. Mr. Scott G. Kennedy President Mr. Gary D. Bonnewell Vice President Mrs. Joan Park Buckle Vice President Mrs. Carol H. Moore Secretary Mr. Kenneth J. Beck Treasurer Tr u s t e e s Dr. J. Patrick Baker The Honorable Joseph F. Bouchard Mrs. Ashlyn M. Brandt ’80 Mr. Neal P. Brodsky Mrs. Pamela Q. Combs Mr. Jeffrey S. Creekmore ’89 Mr. Robert H. DeFord, III Mr. W. Taylor Franklin ’00 Mr. Robert E. Garris, Jr. ’74 ADM Harold W. Gehman, Jr., USN (Ret.) Mrs. Diedre M. Granger Mrs. Karen Price Grinnan Mrs. Charlotte P. Herndon Mr. Steven B. Hall ’81 Mr. Henry U. Harris, III Mrs. Lesli W. Henry Mr. Christopher Kanter Mrs. Susan H. Kelly Mr. Richard F. Kiefner, Jr. Mr. Michael J. Massie Mr. Charles R. Patty, Jr. Mr. Harrison J. Perrine Mr. Kent P. Porter Our Mission Mr. Edward J. Reed Dr. Barbara M. Sarris The mission of Norfolk Collegiate School is to educate a diverse Mr. Jeffrey M. Silverman Mr. Brook J. Smith body of students to thrive in a college setting and beyond. Each Mrs. Elizabeth S. Smith student learns through traditional and innovative teaching within Mrs. Kelly O. Stokes Mr. Jeffrey A. Swartz a warm and caring community. Mrs. Lauren V. Wolcott Ho n o r a r y Tr u s t e e s Mr. Frederick V. Martin Mr. Richard D. Roberts Mrs. Betsy N. Mason Mr. Stanley G. Barr, Jr.
  3. 3. Spring 2009 Norfolk Collegiate School M a g a z ine HEADMASTER A Message from the Headmaster 3 Scott G. Kennedy E D I TO R Around the Courtyard 4 Susan E. Malandrino ’98 CONTRIBUTING WRITERS Middle School Lecture Series 7 Betty M. Jones Students learn the wonders of Japan through the book “Samurai Shortstop” Dr. Karen Clifford Shannon Parker Chrysler Arts Program at the Lower School 13 DESIGNER Maya C. Norvel Big Sisters, Little Sisters Program 15 New program creates bonds between middle and upper school students PH OTO G R A PH Y Kelly Willette, Ian Bradshaw, Bob Turner, Aaron Hayes and members of the Norfolk Character at Norfolk Collegiate School 17 Collegiate School community. Applying to College in the 21st Century 19 The Norfolk Collegiate School Magazine is produced by the Office of Marketing & Communications. Letters and comments are welcome. Winter Sports Season Wrap-Up 21 Please send inquiries and comments to: NASA Award Winners 23 Susan Malandrino, Director of Marketing and Communications, Norfolk Collegiate School, 7336 Granby Street, Norfolk, Virginia 23505, 2009 Art Show and Sale 25 email to smalandrino@norfolkcollegiate.org, or telephone (757) 480-2885. Parent Volunteers Lead the 2009 Annual Fund Campaign 27 Norfolk Collegiate School 7336 Granby Street Faculty News 29 Norfolk, Virginia 23505 Norfolk Collegiate Lower School Campus Mr. Ernest Etheridge 31 5429 Tidewater Drive A tribute to a beloved NCS Headmaster Norfolk, Virginia 23509 Alumni News 35 Alumni News: Class Notes 37 Professional Achievements and Personal Milestones Norfolk Collegiate School is accredited by the Virginia Association of Independent Schools and the Southern Association of Colleges and Schools Council on Accreditation and School Improvement. Norfolk Collegiate School admits qualified students without regard to race, color, ethnic background, national origin or religion. 2
  4. 4. Headmaster’s Message As I reviewed this issue of the Our students magazine, I was fascinated by the become men richness of the experiences and and women of programs described in these pages. character, in Trips overseas, community service part, because of projects and athletic events are woven the experiences into the tapestry of what is Norfolk described in this Collegiate School. magazine. Our While our strong academic program lower schoolers is the institution’s cornerstone, the understand experiential learning our children have how working outside the classroom make academics to clean-up local applicable to the world. neighborhoods makes a difference. The One of my former teachers used entire middle school looked across the to mesmerize our class with tales of Pacific Ocean to gain an appreciation of overseas adventures and wonderful an Asian culture. Upper classmen found anecdotes of history. “Schools prepare creative ways to help their younger you for school but only life prepares you schoolmates transition from middle to for life,” he said. This may seem to be a upper school. The enthusiasm of our strident statement to come from a gifted students enrolled in the Chrysler Arts academician who spent years teaching Program reminds us that the beauty of art generations of youngsters. However, I teaches us larger lessons about life. have often reflected on this statement Our dedicated faculty are not the and am continually astonished by its only ones teaching inspirational lessons. profound simplicity. It is life’s experiences Members of our parent community lead that give scholastic pursuits purpose. by example. As you will read in this issue, Understanding what it means to be our energetic parent volunteers are a person of character, recognizing that generating an unparalleled enthusiasm there are under-served constituents of for philanthropy at Norfolk Collegiate our society and spending time embracing School. Our campaign for the Fine and cultures that are different from yours Performing Arts Center, which is moving are factors that develop citizenship in along at a rapid pace, further shows the a community. A citizen then has the dedication of our alumni and friends of responsibility to use his or her education the school. to make the community a better place. All of these are examples of our Schools and books should prepare one community’s appreciation of being part for a life of service. Norfolk Collegiate of something larger than themselves. School’s mission is to educate its The willingness to work on the behalf “students to thrive in a college setting of others is a hallmark of the Norfolk and beyond” and it is in the world beyond Collegiate School experience. where the richness of life lies. Scott G. Kennedy Norfolk Collegiate School Headmaster
  5. 5. AR O UND T HE C O U R TYAR D Academic Development Character Development Physical and Emotional Development 100th Day of School Norfolk Collegiate School students marked the 100th day of school on Tuesday, Feb. 3 with innovative lessons in the classroom and larger lessons about helping others. McKenzie Irwin’s kindergarten students had fun writing about what they would buy with 100 dollars and seeing what they could build with 100 blocks, Legos and Lincoln Logs. At the first grade level, 100 days of school became a tangible and fun lesson to learn about math. Teresa Kraft’s first grade class made trail mix with different food items including 100 gold fish crackers, 100 marshmallows and 100 fruit loops. “It turned out to be really tasty,” said Mrs. Kraft. Other activities included counting 100 M&Ms for each child, remaining silent for 100 minutes, which was a challenge for kindergarten students, and show-in-tell with each student’s 100 collection, that included match box cars, gummy bears, gum balls, crayons and pencils. “We had a wonderful time and learned a great deal in the process,” said Mrs. Kraft. According to teacher Jennifer Pierson, the second grade celebrated the day learning to be concerned citizens. Students brought in and packaged 100 bags of hygiene products for the homeless in Norfolk. These bags were distributed to the homeless through Ghent Area Ministries and the NEST program. “We love giving back 100 Caring Bags to our community in honor of our 100 days,” said Mrs. Pierson. Pictured, left to right, are as follows: (Top) front row: Lily Easter, Emily Kesser, Jack Becker, Micah Herndon and Hannah Gulley; back row: Cecilia Firoved, Harry Ramsey, Ander Crenshaw, Harrison Williams and Kaylee Bejarano. (Bottom) front row: Darden Purrington, Ann Burns Morrison, Oak Ambassador Program Mary Douglas Wilson, Emma Taylor-Fishwick, Faith Rush and Allison Kesser; second row: Tyler Smith, Carter Kennedy, Kiersten Potter, Maryliz This spring Norfolk Collegiate School launched the Oak Lentz, Annie Gao, Laura Gayle and Alejandra Radiguet-Correa; third row: Tanner Hirschfeld, Victor Layne, Stephenson von Schaaf-Heretick, Jermaine Ambassador Program at the lower school. Oak Ambassadors Taylor, Dennis Engebrigtsen, Devon Donis and Charlie Seerden; back row: consists of committed fifth grade students who want to make a James Cooper, Mr. Smith, and Shay Maney. positive change in their world. Through the program, students will gain self-respect and show compassion for others, learn new skills, develop essential and effective leadership abilities and make a significant difference in someone’s life. “Through these altruistic activities, the students will grow into autonomous, intrinsically motivated and caring individuals,” said Lower School Dean Cleteus Smith. According to Smith, this spring the Ambassadors will participate in the Great American Cleanup and projects with the Virginia Beach SPCA. 4
  6. 6. AROUND T H E C O U R T YAR D Middle School Science Fair Unlocks Mysteries Eighth grader Andrew Gordon was awarded first place Projects were judged by in the Norfolk Collegiate Middle School Science Fair on a panel of prominent Wednesday, Jan. 21. Andrew was commended by a panel of scientists from the area, guest judges for his experiment on the effects of temperature including Dr. Alan on tennis balls. In his testing, he varied the temperatures of Rowe, Norfolk State tennis balls and then measured the height of the ball’s bounce University Chemistry when dropped from a fixed position. Department Chair, Jean Krail of the Tidewater According to Claire Fornsel, middle school science teacher, Alliance of Chemistry “the Science Fair convinces students to own science.” The Teachers and Amanda Pictured, left to right, are as follows: (front project, which begins the first day of school, requires that Willouby of Old row) Chandler Peddle, Chris Cardelia, Lee students design their own experiment and carry it out to its Dominion University. Ellen Markley, (back row) Andrew Gordon, logical conclusion. Mark Jamias, Kaitlyn Rountree and Bria Felton. For Fornsel, the Another component of the project is the incorporation Science Fair fulfills of feedback from students and teachers. With numerous the last, but not least, deadlines throughout the semester, students learn to budget requirement of a their time. “The student becomes the scientist; they are no scientist—communication. “Through these posters, students longer passive but active learners,” said Fornsel. tell about their work whether it is successful or not and why. I tell my students that this is where you can fail and still Kaitlyn Rountree and Lee Ellen Markley were awarded get an A,” said Fornsel. “Though it is heartbreaking when a second place for their experiments featuring Smoothies. They hypothesis is not true, students still learn from the experience varied the natural sugar content in smoothies using different and because they communicate their information, others will fruits and then measured the viscosity of the smoothie learn as well.” by noting the time it takes a marble to drop through the smoothie. As one judge mentioned, “it is great to have an experiment you can eat and extra credit should be given.” Chandler Peddle was awarded third place for her project on chemical reactions. She varied the amount of vinegar poured into baking soda and then measured the amount of carbon dioxide produced during this chemical reaction. By displacing the water in an inverted test tube with the carbon dioxide, Chandler could measure the amount of carbon dioxide produced. Projects by Chris Cardelia, Bria Felton and Mark Jamias were awarded honorable mention. Chris and Bria made their own hovercraft and measured the effect that weight has on the hovercraft’s speed. The weight of the hovercraft was changed by adding bricks to its upper surface. According to Fornsel, “Rumor has it that the hovercraft was also fun to ride.” Mark made his own wind tunnel and put models of aircraft, wings into the tunnel and measured the difference in the wind speed. Mark then calculated the time it would take an aircraft, with that particular type of wing design, to travel from Norfolk to Charlotte. Above: student science fair projects 5
  7. 7. AR O UND T HE C O UR TYAR D Journalism Conference at NCS Norfolk Collegiate School held the Third Annual Student Journalism Conference on Wednesday, Feb. 18. Keynote speaker Dr. Joyce Hoffmann told students, “You are on the cutting edge of shaping the future of journalism.” Hoffmann, an associate professor at Old Dominion University and former public editor of The Virginian-Pilot, is the author of On Their Own: Women Journalists and the American Experience in Vietnam. During her keynote speech, Hoffmann told students “Journalism is the essence of our democracy. . . It is the only place where people work at understanding our environment and community.” Noting that the future of journalism is uncertain, she urged aspiring journalists to be flexible as the industry changes with technological innovations. The conference included a variety of seminars from local and regional television and print reporters. Virginian-Pilot sports reporter Larry Rubama stressed that reporters should ask the right questions. Pilot reporter Bob Molinaro told students to read more than just the paper, “read everything you can—magazines, websites and novels.” This annual event brings together over 130 students, advisors and media professionals for a day of workshops, networking and sharing publications. This year’s student conference coordinators were seniors Wesley Host and Tommy Christie. NCS Scientists Travel to Costa Rica Loli Marshall, upper school science teacher, led a group of 12 upper school students to Costa Rica during Norfolk Collegiate School’s spring break, Feb. 28 – March 6. According to Marshall, the group had an itinerary packed with educational and adventurous activities. Highlights from the trip included a visit to the Tirimbina Rainforest, where the group set up nets to catch bats with field ecologists from the region. A white water rafting trip down the Old River offered some of the most scenic Pictured, left to right, are as follows: (top left) Journalism Conference keynote speaker Dr. Joyce Hoffmann, who is an associate views and glimpses of the area’s diverse plant and animal population, professor at Old Dominion University and former public editor including toucans, Jesus lizards and rare frogs. of The Virginian Pilot; (top) Virginian-Pilot sports reporter Larry Rubama shares lessons on journalism with NCS students. (Middle) Students were most excited about zip lining over the Costa Rican NCS students prepare for a trip to Costa Rica over spring break. rainforest. While Marshall pointed out the expansive views of the Pictured left to right, are as follows: (back row) Mayowa Afolayan, flora and fauna, students were excited about the thrill of zipping to Ellen Bouchard, Sophia Anderson, Emily Welsh, Moly Seng, Alysse 14 platforms over the forest. Additional activities included a visit to Maynard, Casey White, Andrew Maynard, Nick Rosenbaum, Monteverde where the group toured a butterfly garden, cloud forest Stephen Cosgrove and Justin Ray; (front row) Michelle Reynolds and explored a frog pond. “We did not have much time to relax,” said and Loli Marshall. (Lower) Norfolk Collegiate students, left to Marshall. “We were too busy unlocking the region’s vast scientific tight, Nick Rosenbaum, Emily Welsh, teacher Loli Marshall, Andrew Maynard, Sophia Anderson, Stephen Cosgrove, Michelle treasures.” Reynolds and Moly Seng after a white water rafting trip down the Old River in Costa Rica. 6
  8. 8. Middle School “TALKABOUT” Samurai Shortstop From tea ceremonies to Kabuki Theater, this February, Norfolk Collegiate School felt more like 19th century Japan than modern day Virginia. I n anticipation of Samurai Shortstop author Alan Gratz’s visit, the middle school embarked on an in-depth exploration of Japanese culture, history and tradition. All Norfolk Collegiate Middle School students read the novel for the 2009 “Talkabout.” According to Middle School Dean Roz Klein, when a book is selected for the “talkabout,” it has to have value from a literary and historical perspective as well as grab the interest of students. The program was created to provide a shared experience and facilitate class discussion and interaction among our students. “We want students to learn and have an enjoyable experience at the same time,” Klein said. Middle School English Teacher Julianne Hastings recommended Samurai Shortstop because her students are attracted to the genre of historical fiction. “I cannot think of a better way to bring this historical period to life for our students,” Hasting said. “We knew the text would spill over into other classes and work as an entire thematic unit.” Samurai Shortstop is a coming of age story chronicling the struggles of Toyo Shimada, a young high school boy, during the Japanese cultural Renaissance at the end of the 19th century. The novel was among the American Library Association’s (ALA) 2007 list of Best Books for Young Adults and The Washington Post’s 2006 Top Ten Books for Children. 7
  9. 9. For Hastings, the novel provided students with global cultural lessons. “This novel was so multi-layered. Students not only learned about the history and traditions of Japan but they also inevitably expanded their cultural tolerance,” Hastings said. “By doing so, they are better able to appreciate diversity wherever they find themselves.” According to Klein, the novel contains a character education component. “The lessons of character and discipline of the samurai in the 19th century are universal themes that transfer to everyday life here at Norfolk Collegiate School,” she said. During the “talkabout,” students explored the text of Samurai Shortstop and the culture of Japan. For several weeks, choice time offerings included lectures and demonstrations from experts on Japanese martial arts, Sumo Wrestling, Japanese tea ceremony, origami, Japanese clothing and music, Kabuki Theatre, Harajuku dolls, wood block prints, samurai warriors, Japanese animation and sushi. “With our “talkabout” we are not just creating an educational program,” said Klein. “Our goal is to create a shared experience that will translate into a variety of interdisciplinary lessons.” The “talkabout” program concluded with a visit from author Alan Gratz on Feb. 18. While on campus, he discussed his novel, ways to inspire creative writing and the importance of reading. His visit included an assembly with the entire middle school on the process of writing and individual seminars with English classes to explore the text Samurai Shortstop. Later that evening, middle school parents received advice on making your child a voracious reader. “We were tremendously pleased to have this author share his experiences with Norfolk Collegiate School students and parents,” said Klein. Pictured, left to right are as follows: Page 7 (top) Kenneth Edmond and instructor Mizuki Hamada play the Koto, a traditional Japanese instrument; (bottom left) NCS student learns aikido; (bottom middle) Students learn origami; and (bottom right) Sushi is offered to middle school students; Page 8: Student art work from thank you cards to author Alan Gratz.
  10. 10. Middle School “TALKABOUT” Middle School ASSeMbly lecture: Finding your Path At an assembly with Norfolk Collegiate Middle School students, author Norfolk Collegiate School Alan Gratz shared stories of success, failure and the long journey to students attended a variety of literary success. A native of Knoxville, Tenn., Gratz told the students he lectures and seminars to expose always wanted to be a writer. His first attempt at a novel was in the fifth them to Japanese culture. grade, entitled Real Kids Don’t Eat Spinach, and he has been writing ever since. Koto Mizuki Hamada shared the music “Life does not always turn out as planned,” said Gratz, telling students of Japan with how he worked as an eighth grade English teacher, attempted a career in Norfolk Collegiate public relations and took jobs writing greeting cards, radio commercials, School students. plays, comic books and television episodes. While working as a writer She performed several traditional on the television show City Confidential, he reached a turning point Japanese songs on in his career. “I realized I did not want to be a television writer but the koto, including more importantly, I learned larger lessons about writing, structure and the song Cherry deadlines,” he said. “Finding out what I did not want to do was a more Blossom. According to Hamada, few valuable lesson than I could have ever imagined.” instruments have remained as Working as a television writer, Gratz learned the importance of outlines, unchanged and yet copious notes and organization. “This was a huge breakthrough!” he told stayed as vibrantly relevant to their students. Organization and outlines help in the creative process, and culture at large as make writing a more fluid exercise. “All of these experiences lead me to the Japanese koto. write my first novel, Samurai Shortstop,” he said. The koto is a long, hollow instrument; about six feet long and 14 inches wide, made from Paulownia wood, often called Outlines and preparation are not just for school projects, Gratz told Empress Tree. students. It took the author nine months to complete the research and write the novel. Edits and rewrites with his publisher took another year. The official written history of the koto “Imagine taking the last paper you wrote in English class and spending in Japan dates from the 16th century. In modern times, the instrument had become two years on it. You can use creative license in historical fiction but you relatively obscure. “Since it was reserved must know your facts. This is not just something you use in school; for royalty, very few Japanese people knew organization and thoroughness will help you for the rest of your life, how to play it,” said Hamada. In 2002, particularly if you are interested in a literary career,” he concluded. the government relaxed restrictions and schools and music teachers were allowed to teach the koto. “The only problem was most teachers did not know how to instruct students since most had never used it!” she said. Today the koto is growing in popularity as students from around the world learn to play. Hamada teaches the instrument to students through classes at Old Dominion University’s Community Music Center and private lessons. Pictured, left to right are as follows: Page 9 (left) Author Alan Gratz lectures to the middle school; (top) Mizuki Hamada shows NCS students the Koto and shares information about Japanese music; Page 10 (top) NCS students eat sushi after a seminar from Sage Chef Adam Woods; (middle) Warren Morgan shows students Aikido; (bottom) Student learn self defense techniques. 9
  11. 11. Individual Seminars: Telling Engaging Stories In individual seminars with English classes later in the Sushi Sage Chef Adam Woods day, Gratz and Norfolk Collegiate School students delved shared the history of sushi further into the text of Samurai Shortstop. Students asked and even brought samples for specifics about the story, the cultural differences between NCS middle school students 19th century Japan and modern day North America and, and parents. Woods traced of course, baseball. the history of sushi from seventh century China to “Why did you write about Japan?” asked eighth grader present day. After a major Alton Smith. Gratz told how he read a book about the earthquake in 1923, sushi Meiji Period in Japan and became enthralled with this chefs lost their jobs in Tokyo and then spread out time in history. During this period, Japan modernized across the country looking for work making this form of sushi well known. Today and became a world power. “I had no idea where to begin it is a widely popular and healthy my story but I knew something was there, so I continued food enjoyed across the world. Students to research and the story evolved over time,” he said. munched on California rolls, shrimp tempura and vegetable The more Gratz researched, the more engrossed he rolls. According to Woods, “This was a became with this moment and this place in time. great lesson and exposed students “Imagine living in a closed society and then within to both the history and tastes of two decades your whole world changes, you now have Japan.” access to things you could never imagine like ice cream, lemonade, baseball and new ideas and values that change your way of thinking,” Gratz told students. Naturally, Gratz argued, this created generational conflicts within Aikido Students learned the Japanese society. “Stories of conflict between parents and Japanese martial art Aikido, kids are universal. These themes change slightly but at the which translates into English core, remain the same.” as “The Way of Harmony of the Spirit,” from instructor “Baseball is the bridge in this story,” Gratz said. “Through Warren Morgan. Morgan, the game of baseball, cultural differences disappear and who has been at Old middle school students can relate to characters from a Dominion University for the different time and place. Their struggles feel a bit more past seven years, said Aikido like our own.” Gratz and students talked about baseball focuses not on punching in the United States and Japan, a game first played in or kicking opponents, but 1872. “Although I was never good at playing baseball, rather on using their own I always loved the sport,” he told students. “When I energy to gain control of them or to throw them away started writing this book, I started with something I knew from you. “It is not a static well, baseball. As aspiring writers, I would say that is the art, but places great emphasis most important lesson you can learn, write about your on motion and the dynamics of movement,” passion. Chose a subject that moves you and you will be he said. successful.” “You are not defeating your opponent. At the conclusion of each seminar, Gratz autographed Rather, you are letting your opponent defeat each book and stamped it with a hand crafted stamp of himself,” Morgan told students during Gratz: Samurai written in kanji. “I’ve been so impressed his demonstration. He praised Aikido with the students at Norfolk Collegiate School,” Gratz for providing physical activity, mental said. “They’ve asked so many thoughtful and provocative development and spiritual connectivity. questions about the story and the process of writing.”
  12. 12. Middle School “TALKABOUT” Parent Seminar: Cultivating Young Readers Origami The day concluded with an evening seminar for Norfolk Collegiate School Norfolk parents, exploring ideas for encouraging children to read. “That kids are Collegiate reading is much more important than what they read,” said Gratz. “The right Middle School book for the right child has the power to trump all of the things that lure our teacher Lisa kids away from reading—television, movies, video games, ipods, cell phone Lain shared and the internet.” Gratz argues that parents and educators are too often the ancient focused on raising proficient versus voracious readers. “A passion for books art of origami; must be instilled in our children,” he said. For Gratz, parents unintentionally paper folding, deter their children from reading in a variety of ways. He’s crafted a top ten with students. list for parents to avoid. Origami began in China in the first 1. You’ve read that book twice before. or second century and then spread to Japan sometime during the sixth Gratz asked parents how many times have they seen their favorite movie. century. Today it is a widely popular “Why can’t we do this with our favorite books?” he asked. artistic form associated with Japanese 2. Series books, like Goosebumps and Magic Tree House, are all the culture. same. “We watch series on television and love the appeal of a formulaic story. Why Lain learned to fold origami when shouldn’t our children look for this in books?” said Gratz. she was eight when her dad brought 3. That book is too easy for you. home a couple of Japanese origami “If a child is reading a book below their level, that is okay,” he said. “They books from a Navy deployment to feel comfortable in this space and on their own time will move to a more Asia. “Origami was an inexpensive complex work.” and fun pastime for me – I used to 4. Comic books aren’t real books. create cards, ornaments and gift tags Comic books are great adventures for students who don’t love to read. for various occasions,” she said. “While the graphics serve as a crutch for students who may need help, they are improving their reading proficiency,” Gratz said. As a teacher, Lain uses the art in her personal development, creative 5. You can’t read anything else until you’ve finished this book. problem solving and math classes. Gratz says that life is too short for boring books. “If television is boring, we “Once students understand basic change the channel. Allow your children the creative freedom to read what folding patterns, you can challenge interests them. Leave the required reading for English class,” he argues. them to make certain figures and 6. Audio books aren’t real books. angles. Geometric shapes are According to Gratz, reading comprehension does not catch up with auditory prevalent in origami, and the folds comprehension until a child is 12 years old. “Auditory books are a great way help the students visualize the shapes to get a child hooked on a story.” along with the processes involved in 7. You don’t need me to read a story to you. You can read it yourself. creating them,” Lain said. Gratz argues that reading aloud can be a family activity and a wonderful way to connect to your kids. 8. Don’t waste your time on that fluff. “We don’t do this with other media,” said Gratz. He stresses that we should never apologize for what we read. That we read is the important thing. 9. Have you done your required hour of free reading? Make reading available but not mandatory. “Is your child interested in skateboarding? Rent a book from the library or a magazine and leave it on the kitchen table,” said Gratz. “Your children are curious, foster that curiosity.” 10. I don’t have time to read. Gratz argues that children learn by example. “If they do not see you read, how are they going to know that this is what families do?” 11
  13. 13. Gratz argued that he has yet to meet a child that does not like to read. “Rather, I’ve met plenty of children who simply have Japanese Culture not found the right books,” he said. “We can stop unwittingly Students learned the ancient traditions and modern discouraging reading and cultivate a generation of readers,” he customs of Japan from Norfolk concluded. Collegiate School social studies and psychology teacher Jane Gratz is the author of four novels for young adults, Samurai Hedgecock. Her presentation Shortstop, Something Rotten, Something Wicked and his new novel, included a review of Shintoism, The Brooklyn Nine, debuts this spring just in time for the baseball the indigenous religion of Japan, season. consisting chiefly in the cultic devotion to deities of natural forces. Hedgecock also explored the history of Sumo Wrestling and Sumo traditions. Sumo, she told the middle school, was a way of entertaining the kami during matsuri (festivals). Students were most excited about her review of baseball. In modern Japan, baseball is centered on spirituality, loyalty, self-control and discipline (bushido). Hedgecock told students that at Japanese baseball games, they can get a hot dog, popcorn or a bento box of sushi. “So while the game would be familiar to you, it is not the same as an experience in the United States,” she said. Last summer, Hedgecock was selected for a 20-day study tour in Japan, with educators from across the country. The trip, which was organized by the National Consortium for Teaching about Asia at the University of Colorado, Boulder, focused on understanding Japanese history and contemporary culture though the arts. Next year, Hedgecock is teaching Pictured, left to right, are as follows: Page 11 (top) Luke Siebert and Drake Zirkle practice Culture, Art and History of East origami; Teacher Lisa Lain shows students origami techniques; Page 12: (top left) Teacher Jane Asia at Norfolk Collegiate. Hedgecock shares lessons from her travels to Japan; (top right) Rachel Brodsky carves a traditional Japanese wood block; (middle) Alex Arborgast, Vince Thomas, Jeffrey Wade, Lauren Gates and Marnie Abraham show off their origami creations; (bottom) Students watch an Aikido demonstration.
  14. 14. Chrysler Arts Program “Our goal is to provide our students with as much access to the wide array of cultural resources found in our area,” - Barbara Hall, Head of the Lower School O n a recent afternoon, about for a student who has an appreciation for both lecture and lead demonstrations of a dozen Norfolk Collegiate the arts that we can cultivate and inspire,” artistic techniques. Curriculum is unique School students arrived at said Channon Dillard, museum educator each year and is developed in conjunction the Chrysler Museum to at the Chrysler. with Norfolk Collegiate School staff and find their work hanging in the Margaret administrators. Past lessons have included Shepard Ray Children’s Gallery. Upon The collaboration between Norfolk elements of basic design, photography, recognizing their work on the museum Collegiate School and the museum began sculpture, meeting the Museum’s walls, the group erupted in cheers and five years ago and was inspired by both conservator and touring the conservation giddy laughter. Their sculptures, inspired parents and faculty who wanted students laboratory and a scavenger hunt. “The by the modern artist Robert Rauschenberg, interested in art to have access to the docents involved with this program enjoy explore pop culture and the experience region’s most comprehensive collection. sharing their love of art with the students,” of living in the modern world. One of Barbara Hall, head of the lower school, said Dillard. the students, Skylar Roberts, was beyond says this program has been a joy for both ecstatic to see her work on display. “My students and their parents. “We’ve been so According to Hall, Norfolk Collegiate piece is about the things you do each day, pleased with the comprehensive program School recognizes the benefit of fostering from talking on the phone, to eating your that exposes our students to a wide range relationships with local arts organizations. favorite snack. It’s really neat,” she said. of art in a variety of medium,” she said. “Our goal is to provide our students “Plus our students just love it!” with access to the wide array of cultural Each year, 10 to 15 fifth grade students resources found in our area,” she said. at Norfolk Collegiate School are Chrysler Museum of Art staff members recommended for this after school program have an infinite amount of material to Nancy Lazaron, lower school art by faculty members. The class, which is inspire our students. The museum is home teacher, says this program has created an unlike anything else in the area, meets to an encyclopedic collection of nearly unparalleled excitement for art. “It has once a month at the Chrysler Museum, 40,000 objects spanning nearly 5,000 years allowed our fifth graders to see art pieces providing students with a behind-the- of history. Highlights include an impressive in a whole new way, as the museum staff scenes tour of the facilities and access to and comprehensive survey of European reveals the stories behind pieces in their some of the museum’s top curatorial staff. and American painting and sculpture, a collection,” said Lazaron. “Our students “When a student is recommended for the world-renowned glass collection, a rich are absorbing all of this wonderful Chrysler Arts Program, we are not looking photography program, Art Nouveau information.” for the best artists. Rather, we are looking furniture, as well as African, Asian, Egyptian, Pre-Columbian and Islamic art. 13 Throughout the year, master docents
  15. 15. On a recent tour, docent Peggy Mackey explored a handful of the museum’s portraits with the students. As she showed the group “This program has shown me the “Bust of the Savior” by Gianlorenzo Bernini (1679), she asked different ways to look at art work and students if they knew the difference between subtractive and additive sculpture. About four eager students raised their hands to explain to see the stories, I’m excited to tell that subtractive sculpture involves cutting away materials to make an everyone what I think about art.” image, while additive is the opposite. - Victor Layne, Fifth Grade Student The group then moved to the Dutch Painter Ferdinand Bol’s Portrait of a Gentleman and Portrait of a Lady Holding a Flower (1650). They explored the symbolism of the objects found in the painting and the way the paintings are displayed. “The man is on the right, dominant side and the woman on the left, to show his authority, which was important at the time in European society,” said Mackey. The lesson concluded with a non-traditional portrait, by American Abstract Painter Richard Diebenkorn, entitled “Coffee” (1956). About half of the class liked modern art, while the rest preferred the traditional portraits from earlier periods. At the end of the seminar, each student toured a portrait gallery, filling out a questionnaire on the subject matter. The questions, which ranged from serious to silly, included: Who would you like to meet? Who looks like they didn’t want their portrait painted? Who looks like they would be the most fun at a party? The exercise allowed students to express themselves and interpret the work on a personal level. Victor Layne said that he loves coming to the museum each month. “This program has shown me different ways to look at art work and to see the stories,” he said. “I’m excited to tell everyone what I think about art.” According to Dillard, input from the students is vital in keeping the program fresh and innovative. At the end of the year, students complete a comprehensive survey of the year. “We need to know what works for the program and ways we can further engage the students enrolled,” said Dillard. When fifth grader Melina Marks is asked about her favorite assignment since she has been in the program, she has to think for a few minutes. “I know, my favorite lesson was on sketching,” she said eagerly. She tells of having to recall a fun memory and having to draw it. “I chose an afternoon at my Grandma’s house, when we had a big storm and she told me it was raining cats and dogs,” said Marks. “I ran to the window and was disappointed to only find rain. I drew it as I had imagined, with a sky full of my favorite animals,” said Marks. “Art tells stories,” said Dillard. “It’s not so much about a particular lesson but what does each student see and why is this important to him or her,” she said. “The program reflects that the study of art is a unique exploration. There are no wrong answers,” said Dillard. Pictured, clockwise left to right, are as follows: (Page 13) from top left, Dalianna Vaysman and Ann Burns Morrison study their art work; Victor Layne takes notes in the portrait gallery and Elizabeth Diffenbaugh and Kiersten Potter review their art. (Page 14) Ann Burns Morrison tests the projector in the museum’s theater; NCS students study the Bust of the Savior” by Gianlorenzo Bernini; Docent Betsy Brown shows students a miniature replica of the Chrysler Museum. 14
  16. 16. Big Sisters Little Sisters Program H elen Keller once said that the unselfish effort to bring cheer to others will be the The benefit of the program beginning of a happier life for ourselves. “That’s is that as our middle school something we strive to teach to our students,” said Norfolk Collegiate Upper School Dean of students go through years of Students Shannon Parker. “I love the idea of physical and emotional change students helping one another and learning more about themselves in the process.” with a positive role model who can be their advocate on a This year, she and Middle School Dean Roz Klein have started the Big Sisters, Little Sisters variety of levels. Program at Norfolk Collegiate School. The -Shannon Parker, upper school dean program matches eighth grade girls with a big sister in the junior class. Klein and Parker asked each student participating in the program to fill out a “The benefit of the program is that as our 40-question characteristic inventory matching middle school students go through years of their likes, hobbies, academic and extra- physical and emotional change with a positive curricular interests. The students were paired role model who can be their advocate on a depending on similar commonalities. variety of levels,” said Parker. “When these students enter high school, they have a senior At a luncheon on Dec. 18, the big sisters were who is a confidant and mentor.” revealed to the eighth grade students. Before their first meeting, members of the junior class According to Klein, the best advice often comes were given the inventories of the eighth grade from someone who has just experienced the students. “This proved a great jumping point for same situation. “The program will give our a variety of conversations at our first luncheon. students another familiar face in the hallway,” she said. 15
  17. 17. They [Eighth Grade Girls] were excited and that made us feel good, and it is a fun way for us to connect with these younger girls. - Jordan Wilkinson ’10 Within minutes, the Big Sisters and Little Sisters were sharing everything from favorite places to shop, to movies and sports,” said Parker. “When we first learned the identity of our little sisters in November, we left notes on their lockers saying silly things like “Yea, you are my sister!” or “I’m so excited to meet you!,” said junior Jordan Wilkinson. “They were excited and that made us feel good, and it is a fun way for us to connect with these younger girls,” she said. Both Klein and Parker agree that the program has taught big and little sisters that Norfolk Collegiate School is a community. While Klein sees the middle school students learning from a positive role model, Parker sees leadership developing within the junior class. “Each participant involved reaps something positive from the program,” said Klein. On Valentine’s Day, the big sisters left candy and positive notes for their little sisters. In addition to several more lunches and a self defense seminar, the group will conclude the year with a lecture from a guest speaker. “Sisterhood means something. We talk about being a family a lot at Norfolk Collegiate and this program shows how we really are one,” said Wilkinson. Pictured, left to right, are as follows: Page 15: Emily Newton, Emily For Parker, the Big Sisters, Little Sisters Program Warden and Lauren Cudden; Page 16: (top) Kasey Exum and Lauren is eye opening for those involved. “Each student is Klevan; (middle) middle and upper school students at the Big Sisters, responsible for the legacy they leave. This program Little Sisters luncheon; (bottom) Tori Harney, Debbie Abramov, Amber Silva and Christine Atkins make Valentine’s Day cards. shows our students that they are making an investment in the future,” she concluded. 16
  18. 18. Why Character Counts At Norfolk Collegiate School By Karen Clifford, Ph.D. Director of Student Services A braham Lincoln once said, “Reputation is the shadow. Character is the tree.” As the Mighty Oaks, we take this charge quite seriously. Establishing who you are and growing roots are the cornerstones of Norfolk Collegiate School. Having character empowers our students to make good decisions but sometimes bad decisions are made. When this happens, the honor code and the educational process help students find their paths, plant seeds and grow from the lessons learned. When students learn from bad decisions, they demonstrate good character and, in turn, encourage others to do the same. The honor system is designed for students to recognize their mistakes, how those mistakes transpired, and most importantly how mistakes can be prevented in the future. The Honor Code and the mission of Norfolk Collegiate School help our students develop and improve their own character. We recognize the vital importance of character to the success of our lives, our families, our school, our community, our country and our world. Character is woven into our mission and is one of the twelve Desired Results for Student Learning (DRSLs), the framework for the school’s curriculum and co-curricular programs. The primary purposes of character education are instilling in students the motivation and desire to do their best, to be honest and responsible, to have concern for others, and to make positive contributions to the world around them. Character development education “experts” Philip Vincent, Thomas Lickona and Marvin Berkowitz conclude that character development is accomplished through teaching and modeling the core principles of character, establishing standards and expectations for behavior and procedures for upholding them and providing opportunities for “practicing” and demonstrating character. These elements of teaching and modeling, upholding standards, and practicing are evident in many aspects of daily life at Norfolk Collegiate School. Teaching our students trustworthiness, respect, caring, fairness, responsibility and citizenship is a part of the school’s everyday life. Lessons for younger students focus on heroes and heroines, while older students are engaged in thinking and discussing more complex ethical issues woven into their literature, history and science courses and in advisory discussions. The lower school discussed a variety of character issues during Red Ribbon Week, guidance lessons and “Random Acts of Kindness.” Weekly assemblies and class of the week lunches promote school pride, reinforces the value that the school community places on working hard and doing one’s best and recognize acts of good citizenship, such as the “Clean Broom Awards” given to classrooms that are kept clean. 17
  19. 19. “Talkabout” and “Conversations” programs at the middle school and upper school level feature book discussions which chArActer in Action often encompass character traits such as integrity, justice, At norfolk collegiAte responsibility and kindness and sometimes provide students with an opportunity to become immersed Second grade students assembled 100 bags of toiletry items for homeless persons and in understanding other cultures. The characteristics of developed a PowerPoint presentation featuring a good leader may be discussed while reading Julius Caesar pictures of the students assembling the bags. in English or learning about the Civil Rights Movement in These students shared this project with the rest United States History. of the lower school in a morning assembly by singing the song “With My Own Two Hands” and performing it in sign language as their The Honor Code, a cornerstone of the Norfolk Collegiate PowerPoint presentation was shown. School community, is a commitment that students and faculty members make to do their own honest work by Two young students playing soccer in Mr. pledging that they will not lie, cheat, steal, or deceive. Maddox’ P.E. class collided while going after the Under the student-run honor system, student honor ball. One of the students had a hard fall, and council representatives are elected by their peers to serve as the other student reached down to help him up and ask if he was okay. role models and peer educators helping students understand how to avoid plagiarism and academic dishonesty. The varsity girls’ field hockey team exhibited good sportsmanship by resisting the temptation Students at all grade levels practice character through to respond to poor sportsmanship from a rival service to others, cooperative learning and participation team during a game. in governance. Community service activities range from After enjoying snacks brought in by their collecting coats, canned food, school supplies and holiday advisor and participating in a discussion gifts for those in need, to volunteering time and hard work at about respecting peers and thinking before places such as animal shelters, hospitals and nursing homes, speaking, students in Mrs. Davis’ eleventh grade to service clubs and senior projects that raise students’ homeroom discard their trash and put the desks awareness and provide support for Operation Smile, Special and chairs back in place. Olympics, the Children’s Hospital of the Kings Daughters, the Susan G. Komen Foundation and other organizations. Students also coordinate a school-wide recycling program to Tips for Promoting be responsible caretakers of their environment. Character Development Talk to children about your values and your Recognizing K-12 character development efforts as a beliefs about the importance of honor, trust school priority during the most recent strategic planning and honesty. process, a character development committee was formed to examine current efforts and to develop new plans for Model integrity. Do the right thing. teaching and promoting character. The committee has Keep the lines of communication open so your exciting initiatives planned for the 2009-2010 school year, children will talk with you about problems and including professional development activities for faculty let you help them navigate everyday challenges. and staff and programs for students including guest speakers, skits, assemblies and activities featuring a school- Model kindness and respect and use others’ rude wide theme of respect. behaviors as “teachable moments.” Tell your child that you want him/her to be At Norfolk Collegiate School, most often students do what is honorable and trustworthy and to do the right right because it is the right thing to do. A student who gives thing even when faced with the temptation to up his front row seat at a basketball game for a person who do otherwise. can’t walk up the stairs, hands in a wallet with a hundred dollars in it, or just carries a bag for a friend because she is Set clear expectations and rules, and stick with them. on crutches; these small acts of kindness happen everyday at NCS. The faculty and students build on these experiences to Watch your children’s favorite TV shows with make a tall tree of character, for we are the Mighty Oaks. them and use the decisions and choices that are made by the characters as teachable moments for conversation. Upper School Dean Shannon Parker contributed to this article. 18
  20. 20. College Counseling Applying to College in the 21st Century Plus ça change, plus c’est la même chose By Betty M. Jones, Director of College Counseling A s I reflect on 30-plus years of college counseling, I am struck by how well the adage “the more things change, the more they stay the same” sums up the current college admission scene. I have seen significant changes in the college search and application process—escalating early action programs and priority deadlines; college ratings in magazines generating frenzied attention; mind-boggling selectivity at some institutions, some of which now admit less than 10% of their applicants; increasing ethnic and socio- economic diversity on campuses; zooming tuitions; aggressive college marketing techniques; and advances in technology that have transformed the ways students apply and colleges market themselves. Director of College Counseling Betty Jones poses with Clarke Hitch, Class of 2007, who is a sophomore at Duke University. Although colleges still mail viewbooks and send representatives to high schools, marketing efforts now depend heavily upon the internet. Virtual tours, blogs, 97% of its applications online. Students now routinely chat rooms and YouTube videos are commonplace. utilize the Common Application, sponsored by an Efforts are not limited to attracting student hits. A 2007 association of 347 colleges and universities. As of Jan. 15, study by the National Association for College Admission its system had already processed 1.4 million on-line Counseling (NACAC) revealed that nearly 80% of colleges applications for fall 2009—a total surpassing the total and universities have web pages tailored especially for processed during the entire admission cycle the previous parents of prospective applicants. Many have designated year. On Dec. 31, its website set another record: 102,202 portals for counselors. Throughout the fall and winter, applications processed in a single day. I regularly check passcode-protected counselor websites maintained by the University of North Carolina at Chapel Astounding increases in applications at some colleges, Hill and James Madison University, just to name a couple, especially at public and highly competitive private to make certain that submitted materials have been institutions, are attributable to demographic trends recorded as received. and aggressive recruitment efforts. A marked change in student behavior augments the trend: students are Today, rather than mailing them, the vast majority of submitting more applications. This fall NACAC reported students submit college applications via the internet. that 19% of the preceding year’s freshman had submitted The University of Virginia, for example, reports receiving seven or more applications for admission. Counselors on the association’s e-list recount students applying to as “How can students prepare many as 25 schools. Norfolk Collegiate School students have resisted such excess. In the past four years, the average themselves to navigate successfully number of applications submitted by seniors has risen from slightly under three to slightly over five. through today’s changing college- selection process? Advice that I’ve Recent tumultuous economic developments add more uncertainty. Investment or job losses, along with reduction repeatedly given still stands. Student of student loan availability and declines in college credentials are the key.” endowments, often used to fund merit scholarships, has complicated the college-application matrix; and the search for financial aid and scholarships is becoming a higher priority for many families. 19
  21. 21. I recommend that students ladder their list of possible for the wellbeing of others or a search for political schools by affordability, as well as by selectivity. Initially, and social justice. The abundance of clubs and teams however, a college should not be eliminated because of available to Norfolk Collegiate School students offer cost. The bottom-line may vary greatly from “sticker plentiful opportunities to explore interests, develop price.” Over the years, I have worked with students who, talents, and demonstrate leadership skills. By taking full because of scholarships or financial aid, found that their advantage of these, students are more likely to become cost was less at a supposedly far more expensive college the enthusiastic, interesting candidates that colleges want than one apparently less expensive. When affordability to accept. is a determining factor, it pays to wait until information is received from all colleges before making a final choice. Additional keys to application success can be found in two R-words—research and realism. Colleges provide Students are increasingly looking at in-state public detailed statistical information about their applicants institutions. Virginia’s top-tier public institutions have and accepted students. Candidates are far more than always attracted applications from Norfolk Collegiate their GPA and test scores, of course. But it behooves students. This year, however, record numbers of our students to compare their statistics to the colleges’ seniors have submitted published numbers. Today’s college applications to these “Colleges seek doers, not mere websites make this data easy to institutions. In some discover. instances, the one-year joiners. The word passion is increase is stunning. Applications to Virginia frequently used to describe the Norfolk Collegiate’s subscription to Naviance, the nation’s premier Tech were nearly triple intense interest/involvement web-based college planning and that made by the NCS application-management system, Class of 2008 and that helps set successful allows the school to generate on-line those to the University candidates apart.” scattergrams that depict application of Mary Washington decisions from previous classes so that were more than double. students are able to compare their Applications to James Madison University were up credentials to those of students from previous years. well over 50% and to the University of Virginia over 30%. Played out on a state-wide level, such trends are It is crucial, though, for students to recognize worrisome, not only for colleges relying upon historic that historical patterns may not be as predictive as comparisons to make decisions, but also for counselors usual—especially for public institutions. Advice that and applicants who find it harder to anticipate results. I’ve stressed for years—ladder your applications—is more important than ever. I strongly urge students How can students prepare themselves to navigate to categorize prospective colleges into three groups: successfully through today’s changing college-selection “reaches,” “targets” and “anchor” schools. In the process? Advice that I’ve repeatedly given still stands. current competitive environment, students may face an Student credentials are the key. Repeatedly, college uphill fight for acceptance, not only at reach schools admission officers assert that the single most important but possibly at those, based on past patterns, viewed criterion is the strength of the schedule. as targets. A thoughtful approach to the process does Balance is vital, however. Students should seek a not guarantee a gratifying outcome, of course, but it challenging course load, but it must be one in which significantly increases the probability of it occurring. they will find success. Students who focus upon the match between their credentials and the schools’ profiles, reduce the Colleges seek students who will contribute to their probability of surprises. More importantly, students institutions—in the classroom and to student life. who focus on the match between an institution and their Colleges seek doers, not mere joiners. The word passion personality, abilities and interests are far more likely to is frequently used to describe the intense interest/ have a successful and personally fulfilling college career. involvement that helps set successful candidates apart. Searching for the right fit is just as vital now as it was The focus of their zest can vary. It might be intellectual, when I began college counseling years ago. athletic, or artistic; or it might be concern and action 20
  22. 22. SportstheAt NCS Home of Mighty Oaks Winter Sports Season Wrap Up N orfolk Collegiate School completed the winter athletic season with many accolades. “Many of At the state indoor track meet, the girls’ club team placed fifth and the boys club our varsity teams did really well,” said team placed eighth. Highlights from Larry Swearingen, athletic director. “The the meet include first place finishes for sportsmanship of our fans is also a great Markell Smith in the high jump, triple source of pride,” he said. jump and 55 yard hurdles and a first place finish for Darryl Smith in the high jump. Varsity Girls’ Basketball finished the season in a three-way tie for first Other season highlights included Boys’ place in the Tidewater Conference of Varsity Wrestling, which completed Independent School (TCIS). The team the regular season in third place in was TCIS tournament champions. They the conference and placed third in the finished the state tournament with a tournament. The team finished twelfth bang, placing sixth. Markell Smith and in the state tournament. David Kirkland Andrea Paphites were named First Team was named First Team All Conference. All Conference. “It was a fantastic season Varsity Cheerleading placed second in and we are extremely proud of our the TCIS championship. Varsity Boys’ student athletes,” said Coach Suzanne Swimming finished the season in fifth Midkiff. place and Varsity Girls’ Swimming finished in ninth place. NCS Varsity Boys’ Basketball finished the season in first place in the Tidewater Looking forward, Athletic Director Conference of Independent School Larry Swearingen says that the spring (TCIS), in a dramatic overtime win season, which has already begun, will against Norfolk Christian, 46-44. The be just as exciting at Norfolk Collegiate. Oaks were the runner up in the TCIS “It is shaping up to be a great season for tournament and placed ninth in the state NCS. Go Oaks!” tourney. Senior Donte Hill, who has committed to play basketball at Clemson next year, was named First Team All Conference and TCIS Player of the Year. Additional Sports News Pictured are as follows: (top) Shelby Ortiz at a swim meet; (top middle) The Anna Pidgeon ’08 is on the women’s rowing team at George Mason University and Varsity Cheerleading squad poses for Sarah Wolcott ’07 sails at The College of Charleston. Congratulations to all of our a photograph (lower middle) Norfolk Collegiate swimmers Patrick Smith, Rob student athletes! Heinke and Clint Boyer prepare for a meet; (lower middle right) Dante Hill reaches for a rebound as Austin Colbert For more information about Norfolk Collegiate School athletics or to see game schedules and results, visit watches, (bottom left) Chris Adsit at www.norfolkcollegiate.org. a wrestling match; and (bottom right) TCIS Champions Varsity Girls’ Basketball team poses for a photograph after the 21 championship game.
  23. 23. Homecoming 2009 Norfolk Collegiate School Middle and Upper School students celebrated Spirit Week Jan. 26-30 in anticipation of Homecoming. Students and faculty participated in a variety of spirit days including Pajama Day, Celebrity Day, Sports Day, Whacky Tacky Day and Spirit Day. During activity time, NCS students participated in the annual Powder Puff Flag Football Tournament. This year, the Flying Walruses defeated the teachers in a close match, winning 3-2. The Norfolk Collegiate School Community gathered for Homecoming on Saturday, Jan. 31 to watch basketball games and to celebrate the 2009 Homecoming Court. Caroline Mears and Pictured are as follows: (top) 2009 Homecoming Mike Swartz were named princess and Queen Tori Philips and King James Hitch, (bottom) prince and Tori Philips and James Hitch 2008 Homecoming Queen Jessie Miller, Headmaster were named king and queen. Scott Kennedy and 2009 Homecoming Queen Tori Philips. The varsity basketball teams both scored victories with the boys’ defeating Calvary 77-57 and the girls’ defeating St. Gertrude 72-55. 22
  24. 24. NASA Award winners Are Out of this World T his January, seven Norfolk Collegiate School students were named award winners in the National Aeronautics and Space Administration (NASA) Langley Research Center 2009 A to Z Art Contest. Norfolk Collegiate School freshman Tetyana Hollandsworth was honored as the grand prize winner and her work was chosen as the cover of NASA’s commemorative 2009 calendar. Art teacher Nance Corriveau commended Tetyana for capturing this year’s theme in a fresh way. “The piece is particularly vibrant,” she said. “What I love about her painting is that it truly reflects the role of NASA in the larger community. She chose to highlight the organization’s work in the fields of business, education and science, which is what NASA was hoping participants would explore with this year’s theme All Around Us: A to Z.” It’s no surprise to learn that art is Tetyana’s favorite subject. In her spare time, she meets with Ms. Corriveau to work on a variety of projects. Tetyana has been creating pieces since she was a small child and particularly enjoys watercolor, paint and color pencils. She plans on majoring in art in college and, according to Corriveau, is building an impressive digital portfolio. Corriveau encourages her students to enter local and national art contests throughout the year. In recent years, Norfolk Collegiate School students have won awards in the Lion’s Peace Poster Contest, Elie Wiesel Visual Arts Competition and NASA’s 2008 commemorative calendar. When asked why she thinks her students are so successful in these contests, Corriveau gushes about the creativity of her student artists. “I look at the strength of the individual artist and work with them to determine what medium, such as oil, acrylic, sculpture, pencil or digital, is their strong suit. I like to help guide each student to reflect the theme of the contest in a medium that highlights his or her individual strengths,” said Corriveau. Corriveau also thinks that the wide variety of classes offered in the visual arts allows students to expand their talents. “Additionally, our students have the opportunity to work on their schedule, when they are inspired, before and after school and during choice time or a free bell,” she said. Additional Norfolk Collegiate School students recognized by NASA included: Sarah Green (sixth grade), third place winner; Anya Kaszubowski (seventh grade), honorable mention; Gabby Shelanshi (eighth grade), honorable mention; Alysse Maynard (eleventh grade), third place; and Emily Macon (twelfth grade), second place. Each award winner was recognized at a special unveiling ceremony on Jan. 14 at the Virginia Air and Space Museum in Hampton. Their original art work will remain on display in the museum until Dec. 31, 2009. The calendar is produced by NASA Langley Research Center in Hampton, Va. 23
  25. 25. NASA Award winning art from NCS students, top left, clockwise: freshman Tetyana Hollandsworth, seventh grader Anya Kaszubowski , junior Alysse Maynard, sixth grader Sarah Green, eighth grader Gabby Shelanshi and senior Emily Macon. 24